Marymount Matters
Staying Close apart
summer bulletin
2020
ta b l e o f c o n t e n t s
Farewell from the Headmistress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Online Learning From Deputy Head Nick Marcou . . . . . . . . . . . . . . . . . . . . . . . . 2 From Ms. Simpson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
The Mission of Marymount Our Guiding Star . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 The Importance of Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
E-Learning A Word From Our Boarders . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-7 Creative Teaching in the Lockdown . . . . . . . . . . . . . . . . . 8-9
Alumnae Stories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Service as Action . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Anti-Racism Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Student Articles Racism and Coronavirus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Emojis: the Emerging Language . . . . . . . . . . . . . . . . . . . . . . . . 15 On Top of the World – Jaco Ottink . . . . . . . . . . . . . . . 16-17
Graduation: Class of 2020 . . . . . . . . . . . . . . . . . . . . . .
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What’s on Your Reading List? Staff Picks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Library Corner Recommendations . . . . . . . . . . . . . . . . . . . . . 23
Hardship Recovery Fund . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
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FAREWELL FROM MRS. FRAZIER
Happy summer! After what have been four most unusual and challenging months, we celebrate our resilience, creativity, and community in new ways. Our “proudly IB� identity shines brighter than ever with so much engaged and independent learning throughout the spring and summer terms. And of course, the pandemic affected our traditional and much beloved events around graduation. Nonetheless, our hats and hearts went off and with the Class of 2020. They did it all with grace and gratitude. My gratefulness goes out to all community members who made my three years at Marymount full of learning, joy, and magic. My best wishes to Mrs. Giblin as the new Headmistress. May she and the entire community continue to be blessed and humbled by the mission and example of the RSHM. Enjoy your summer afternoon! Warmly,
Margaret Frazier Headmistress
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ONLINE LEARNING By Nick Marcou
In many ways,
Marymount girls were better Mr. Nick Marcou has worked at Marymount prepared for the move to online learning than their for over 25 years. During his time at the counterparts in other schools. As IB learners, students School, he has worn a number of hats, from in both the Middle Years Programme (MYP) and music teacher to Deputy Head (Academic). Diploma Programme (DP) are actively encouraged to be In the article below, he describes how independent, curious and self-regulated – ideal attributes circumstances surrounding the global for those having to learn online. We were thus confident pandemic contributed to a more technologyin the girls’ ability to rise to the challenge, which they did driven approach to teaching and learning, with their usual enthusiasm and tenacity. Nevertheless, making 2020 an unforgettable year! the move from face-to-face to online was a steep learning curve for such a tightly knit community like ours. By the time we closed our campus in mid-March, shortly before the closure of all schools nationwide, we had already developed an online learning policy and tested our technology to make sure teachers and students could hit the ground running once online learning commenced. Keeping the School’s mission uppermost in our minds, we made a conscious decision to build up to a full timetable gradually, so as to give everyone a chance to adjust to the ‘new normal’. We followed a more asynchronous model in our first fortnightly learning cycle, with the priority being the mental health and well-being of students, parents and teachers alike. Knowing how important it would be to remain connected to each other, we also continued to publish the Daily Bulletin to bring the community together in prayer and to share tips and tricks designed to help us manage the lockdown period more easily, including mindfulness tips, and regular Student Council challenges. Towards the end of this first cycle, we surveyed students, parents and teachers to identify what had worked well and what we could strengthen further to ensure the students’ experience was engaged and meaningful. Despite many students being in different time zones, the survey results revealed the community’s readiness to move towards a more synchronous approach to teaching and learning, so we used the Easter break to develop a modified block timetable, designed to bring greater structure to the students’ day and to provide opportunities for regular faceto-face teaching, class discussion and Q and A. The implementation of this timetable after Easter meant that students and faculty could have more and more meaningful contact with each other, and both parties gladly took advantage of the opportunity it afforded to connect face-to-face and replicate the unique experience that is the Marymount classroom. It is not uncommon for creativity and innovation to come to the fore in sustained periods of challenge and this was certainly true of the Marymount London community. As well as maintaining continuity of learning through online lessons, we were able to introduce weekly Assemblies, daily Advisor and/or Homeroom meetings, guided prayer, and witness an incredible 12th Grade Final Assembly and Prank Day. At the time of writing, we are preparing for a virtual Grade 12 Liturgy and Graduation, semester examinations and our final Awards Assembly. Not quite business as usual, but nearly! Although it has been a challenging term, it has certainly been memorable and one of the most collaborative and creative I have ever experienced. I would like to pay tribute to the students and faculty (and parents) who have worked with such dedication and enthusiasm to learn and, more importantly, grow together during this period of uncertainty. We have witnessed incredible solidarity and kindness from everyone in the community and there can be no doubting we are all the stronger for having been ‘in it together’. Finally, I must salute the Class of 2020 for continuing to lead from the front and reminding us all what it means to be a member of the Marymount community. I know they will go on to achieve great things in life, but I am even more certain that they will do so with the grace, integrity and joyful spirit they have shown throughout these unprecedented times!
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How has Marymount adapted to support students emotionally and spiritually? The care and support of our students during lockdown and enforced school closures has been an ongoing and key priority for the School. Careful thought and consideration was given to the ways we could ensure our community “in the air” continued to feel connected whilst working from home – whether this be in the UK or overseas. Advisor continued to run throughout the week, with Advisors organising activities and opportunities for social engagement for students. The use of Teams Live also provided exciting opportunities to use new technology and to connect through Whole School Assemblies and Homerooms. Guided Prayer continued to be offered to support students’ well-being, allowing Marymount girls to take some much-needed time for themselves – this being more important than ever before as our home, school and work lives merged into one. – Ms. Anna-Louise Simpson Assistant Headmistress
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The Mission of Marymount: Our Guiding Star
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arymount families all over the world recognise the RSHM Mission 'That All May Have Life' and the six school goals that it inspires. Together, they remain at the heart of the work we do. They are woven organically into all we hope for our students, what we aspire to as a teaching faculty, how we make decisions as a leadership and governing team, and what we share with our sister RSHM schools around the globe. The mission of Marymount London follows logically from that of the Order. Interwoven with the attributes of the IB Learner Profile, the refreshed mission statement reflects our teaching and learning and echoes many of the values so important to our identity as a Catholic school with a diverse student body.
Marymount International School London is an independent, Catholic, all-girls, IB world school that empowers young women to be “firm in faith, vibrant in hope, rooted in love and one in service.� Marymount students question, challenge and contribute meaningfully as intellectual and compassionate global citizens. This mission, updated this year for the 2020s and beyond, is our guiding star in all decisions and actions. We are delighted and proud that it is reflected in the spirit of Marymount girls.
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school goal
1:
To foster a personal relationship with God
The Importance of
REFLECTION We are so grateful to Mrs Emma Burke, our Director of Spiritual Life, for bringing the whole Marymount London community together in prayer and reflection via the Daily Bulletin and email. Thank you to everyone who has given such heartwarming feedback about how much they have valued their inclusion in the prayer life of our community. Below we share the reflection from the last day of term for summer 2020, giving thought to John Newton’s well-known hymn, “Amazing Grace.” The words of the song “Amazing Grace,” a hymn we often sing here at Marymount, were written by John Newton. His father was a ship’s captain, and his mother died when he was 7. He attended a boarding school and was so badly treated there that he ran away to sea! There he lived a very rough life and found himself ‘press ganged’ - forced to join a ship of the Royal Navy. By accident he came across a book called The Imitation of Christ, and he began to think seriously about his life. A very violent storm almost capsized his ship and, wrongly, he thought that he was ‘too late’ to turn to God. The following morning, he was a changed person. He became a preacher, and in his hymn “Amazing Grace”, he talks of “many dangers, toils and snares” that he has already come through. The word “grace” is sometimes used to mean God’s power in a person’s life. We use the words of John Newton’s hymn as our prayer today, asking that we may be aware of God’s amazing grace in our lives today and in the weeks and months ahead.
‘AMAZING GRACE’
Amazing grace! How sweet the sound that saved a wretch like me. I once was lost, but now I’m found, was blind, but now I see. ‘Twas grace that taught my heart to fear, and grace my fears relieved. How precious did that grace appear the hour I first believed. Through many dangers, toils and snares I have already come. ‘Tis grace hath brought me safe thus far, and grace will lead me home. The Lord has promised good to me; his word my hope secures. He will my shield and portion be as long as life endures. (Inspired by Praying Each Day of the Year, Nicholas Hutchinson FSC)
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A word from our boarders: online learning at marymount
What is it like studying at home? “I have surprisingly really enjoyed studying at home; it is a really new experience as I always do my work at school, being a boarder, but it’s really nice seeing my friends and teachers every day. My friends and I have formed little study groups together so we don’t feel too alone and that has worked out well as we motivate each other to be productive.” Kiana (Grade 10) - UK “Initially, studying at home was a challenge because, as a boarder, my home is typically associated with holidays in my brain: I grappled with being as productive and efficient as I am in school. However, the schedule and flexibility of it provided the much-needed structure to improve my learning. I am particularly grateful to have my family around me to support me. I have discovered that I do enjoy studying at home, although it tests my responsibility and time management, but I do miss being on the campus and in boarding.” Chinua (Grade 9) - Nigeria “I had to find my own motivation to do the work I was given as there were many distractions around me. However, as school continued online, I learnt how to adjust. Even though studying from home was a big change, I believe that my teachers have gone above and beyond to accommodate me in this transition.” Adeoyin (Grade 11) - Nigeria
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Did you board at Marymount? Share your favourite memories with us by emailing alumnae@marymountlondon.com. Your memory could make it into the next Marymount Matters! school goal
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To instill a life-long love of learning Tell us about a funny moment that’s happened since you’ve been at home. “Being at home has definitely made me lazier when it comes to getting ready in the morning; I have a bit of a reputation for staying in my pyjamas all day. Although he didn’t explicitly say my name, Mr. Robertson took the liberty of calling me out for this during homeroom. I couldn’t stop laughing and from now on I make sure I get ready in the morning no matter what.” Kiana (Grade 10) - UK “As a family, we are quite loud which gets a bit hectic when various people are on conference calls. There was a certain day when the noise reached its peak. There was some banging going on in the kitchen, my dad was on his own call, and my mother was in a very engaging conversation. However, the different sounds soon died down just in time for my turn to speak in class and as soon as I began, a car alarm went off. The timing was quite hilarious and I could not help but burst out laughing.” Chinua (Grade 9) - Nigeria “The funniest moments in quarantine would have to be when my family and I play the board game Cluedo, and my brother makes the game more competitive than it needs to be. In the end, if he does not win, he tries to prove one of us is cheating. It very funny to us when he loses.” Caterina (Grade 10) - Spain “One night my mother and I were watching a movie when suddenly we saw a fast, little brown shadow running across the room. We turned on the light and the creature ran again…it was a cockroach. My mom quickly sprayed the insecticide from a distance. The cockroach began to run faster, without direction. My mom ran to hit it with the flip flop, but she forgot that the floor was slippery due to the insecticide and she slipped. Fortunately, she hit the cockroach, but she fell almost on top of it. Anxiously she hit the cockroach again, just in case. I still laugh a lot when I think about that night.” Luisa (Grade 10) - Mexico “Since being in lockdown, I have missed boarding pancake nights. I decided that I would make pancakes for myself, only for the store not to have flour. So, every morning for about three weeks, I would go to the shops at 5:30am and wait for them to open in hope of buying flour. I found myself one morning arriving at the shelves and finding, once again, that there was no flour. I stood there frozen, staring at the shelves, hoping that the flour
would just appear out of thin air. One of the employees saw me staring at the shelves, checked in the back and found some. I was so happy that I bought two bags of flour and when I got home, I feasted on pancakes until I could not eat anymore.” Adeoyin (Grade 11) - Nigeria
What do you love most about boarding at Marymount? “I love meeting up with my group of friends for breakfast and dinner. I miss Miss Chou looking through the window during study time to make sure we are doing our work. I miss getting checked on by houseparents.” Dylan (Grade 8) - UK “I definitely love the people the most out of boarding at Marymount. The students and houseparents bring such a warm atmosphere and it is hard not to love them. I enjoy the nights at boarding just spending time with my friends and sitting and talking for hours after dinner, as well as making pancakes together on Friday evenings. I can’t wait until September when we are reunited again.” Chinua (Grade 9) - Nigeria “My friends. I don’t know if I love them because we were so close and they have become my family, or because they are the most amazing people I’ve ever met, or both. I love waffles for breakfast, I’ve been trying to find them in Mexico, but it’s impossible! I love hugging Vanina, talking to Marguerite, exploring the universe (mentally) with Isabel, and waking up Beth in the morning. And especially the waffles!!” Luisa (Grade 10) - Mexico “I love cooking with my friend every weekend, playing cards, having conversations, and sleepovers. I have boarded at Marymount for three years, and it has become my life. Being away means that memories of everyday life in boarding have become very precious to me.” Haewon (Grade 11) – South Korea “Boarding has been my home for almost six years and I can’t wait to get back to seeing my friends and houseparents when all of this chaos is over. I enjoy the routine of getting ready for school, trying to get my roommate to get out of bed, saying good morning to the houseparents at breakfast, then throwing myself onto my bed after a long day and having dinner with all of my friends. I truly can’t wait to hug everyone when we are back after the summer, and eat the food Miss Chou makes for us on Wednesdays as we just chat together.” Kiana (Grade 10) - UK 7
Creative Teaching in the Lockdown school goal
4:
To encourage and affirm personal growth s p o rt i n g h e ro e s
at home and hands-on
Traditional classroom learning is hard enough to replicate online – but what about Physical Education and sports? Ms. Lauren Gregory, Chair of Physical Education & Athletics, explains how girls keep active in the lockdown at Marymount.
Mr. Jim Robertson heads up the Visual Arts department, which includes art and design, at Marymount. You may ask: how can art be taught online? Well, they’ve had to be creative…
Movement and activity play vital roles in good physical and mental health. As educators, we knew that physical activity would be an important part of virtual learning, in order for the girls to be resilient and keep learning well. Our girls are all over the world, some with gardens, some without, and with varying degrees of freedom to move in their area. A “one size fits all” approach cannot work at Marymount. Our strategy has been to give the girls freedom over how and when they exercise, encouraging them to exercise at least four times a week for thirty minutes, then reflect on their activity every learning cycle. This has led to an explosion in activity – photographs, videos and very heartfelt reflections have flooded into the Sports department. Girls are using their activity slots to spend quality time with their family, exercising with parents and siblings (and dogs!) This shines through in their reflections. Physical proximity has prompted relationships within households to develop and grow through shared activities. The personal growth of each student is clear through their work; it is both impressive and encouraging to see. Fun challenges, like the Marymount Marathon, daily workouts, as well as dance and yoga challenges posted for students and faculty alike, have provided light relief. Make sure you visit our social media to see Mr. Marcou’s incredible “keepy-uppy challenge.” Instagram: @marymountlondon Facebook: search ‘Marymount London’
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Creativity and artistry ensure individuals and communities express a sense of identity. Throughout the 2019-20 academic year, the visual arts have given Marymount students an outlet for self-expression. From a teaching and learning perspective, each Grade has had to adapt their units to incorporate a more domestic art environment. In Grade 11 we are experimenting with different tools and textures. Students can’t rely on the more ‘traditional’ artists' tools we have at our fingertips in the Art rooms in Main House. This has meant using our collective imagination: I’ve seen great art using hand-carved potato stamps, paintbrushes made of grass tied to sticks, makeup brushes, and sponges. The students have also had to adapt the colours and paints for the new environment: not everyone has acrylics, oils or watercolours to hand at home. Coffee and tea are good for brown staining; ketchup, mustard, shoe polish and makeup add a bit of colour (as long as you’ve asked the owner’s permission). Papier mâché held together with home-made glue (equal parts flour and water) has also become popular, An increase in online shopping has resulted in an abundance of cardboard boxes, which in turn has seen cardboard replace canvas as the main material upon which to draw, paint and work. Artists in Grade 7 have used these and other items around their home for their sculpture projects, as have Grade 8 for their masks. Marymount students have learned to reimagine the ordinary and make the most of materials and spaces at home. There are many artists who have been inspired in this way, including Claes Oldenburg (who builds oversize sculptures of everyday objects), Gary Hume (who paints with standard house paints) and Phyllida Barlow (who sculpts using household materials). I am always delighted, moved, and inspired by Marymount girls’ creativity and commitment to their own personal growth as artists and designers.
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1 Student artwork: 1: Juliana, Grade 12 2: Simisola, Grade 11 3: Christine, Grade 6 4: Betul, Grade 10 5: Sara, Grade 9 6: Ella, Grade 8 7: Manal, Grade 12 8: Naomi, Grade 7 9: Laura, Grade 10 10: Angela, Grade 9
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Alumnae Stories jessica klein
Class of 2006
Architect Jessica Klein was locked down in London and tells of the support she found in both her local and Marymount community. “As an architect’s firm, moving to working from home was quite simple, yet there were still some bumps! Modern houses are not usually designed to accommodate offices: I haven’t had a desk at home since I graduated. Many of my colleagues not only brought their computers home, but also their desks and chairs! Nevertheless, we are lucky to be in a profession where we can stay at home and stay safe. “This summer, my fiancé and I were due to be married, so that’s been the biggest single impact on my plans for this year. Everything was organised, so fortunately all we have had to do is push it back a year so that our families can all celebrate together. “The most important change to my day-to-day life has been the explosion in community support and communications in my local area. Right at the beginning of lockdown, I put posters around my block advertising my number to start a WhatsApp community group chat. I initially thought no one would join, and that I would be labelled as “the crazy neighbour”. I was pleasantly surprised to see lots of new numbers ping up on my app! “It’s worked extremely well: for example, someone living in our building is being “shielded” which means she should not leave her house for 12 weeks, not even to go to the bin storage. The group came together and we now pick up her rubbish from her door to bin it. We also use it to trade goods within the block, from tomato plants to herbs people are growing in the garden etc. I am sure that the WhatsApp group will be maintained and it has allowed us to finally get to know our neighbours. “My parents have also stepped up: they are now in charge of watering the public flowers in Wimbledon Village. “I talk to my Marymount friends all the time; it’s great to know that we are all thinking of one another and checking in.”
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g a r i n e h a ro u to u n i a n
Class of 1984
Working on the frontline, Garine Haroutounian (née Keshish), tells of being a community pharmacist at this time. “Although I started as a hospital pharmacist, I now work in community pharmacies. I chose this profession because I enjoy interacting with people, helping them with health advice, and dispensing the right medication to help them feel better. “The pandemic has changed the way we interact with patients. Screens have been put up and I find it difficult to really listen and talk to everyone. My patients are scared and just want to leave as soon as they get their medication: masks and gloves put everybody on edge. “I stay motivated because I have a good team. We all are trying to be kind and understanding, especially regarding social distancing. It’s also reassuring to know I’m helping patients during this worrying time. I’m grateful and pleased to be there for the patients. “After this is over, I’m looking forward to having freedom in the workspace to move and talk to patients without fear. On a personal level, I can’t wait to go on holiday with my family, just to go to dinner and go out without social distancing. I want to hug my friends and extended family when I finally see them! That would be amazing.”
nancy dubusc
Class of 1962
Nancy duBusc (née Newton) came to Marymount in 1957, graduating in 1962. Her sister, Jo Ann, was a member of the very first graduating Class of 1958. Nancy reflects on her memories of Marymount, and what she’s been up to in the lockdown. “Here in New Jersey we are locked down, which has given me the chance to tidy my family history! My husband and I are enthusiastic personal historians: we have a lot of items which remind us of our own history. We are fortunate enough to have come from families who were also keen on history, which means we can both trace our families back to the 13th century.” “A large part of my own personal history comes from my diary, which I began in earnest whilst at Marymount. My mother bought me a diary the summer before I came to Kingston, and on my very first retreat I started filling it in during periods of quiet reflection. Ever since then I have written a daily diary. I am sure it has pushed me to be far braver than I would have been. I often catch myself thinking: ‘if I don’t do this, what will I have to write in my diary tonight?’” “I continue to keep in touch with Marymount friends, in particular three RSHM Sisters who were critical to my personal development: Mother Frederick, Mother Lillian and Mother Marita. In 1957 I was one of only four Eighth Graders in the whole school, which probably had about fifty girls in total. The Sisters worked incredibly hard to make sure we had the best education we possibly could, whilst often studying themselves at the local university. They felt a great responsibility to ensure our parents felt they had invested wisely in their daughters’ instruction. I have to say I breezed through college – I had learned so much more at school than my fellow undergraduates. The only thing I had to catch up on was American history.” “This time in lockdown has made me more grateful for the memories and friends I made at Marymount. Although we have seen cases of this awful virus close to us, my family have come through it and we are now, thankfully, well again.”
ta m e n j a da d garcia
Class of 2012
Tamen Jadad Garcia (Class of 2012) is an author, and Chief Innovation Officer at Beati Inc. a Canadian firm focused on “enabling organizations to achieve what seems impossible”. She and her husband live in Los Angeles, and she found herself in Toronto with her parents when lockdown was called. “We are so lucky: we were visiting my parents for the weekend. Suddenly, three days quickly became much longer! Now we are in one house, the four of us, working together on various projects.” During the lockdown, she has been writing a new book and publishing articles, one of which explores the role of enough in our lives. When asked about it, she said, “As humans, we have a growth obsession. This is fed by one of our deepest flaws: our insatiability. What if we gave ourselves permission to pause and consider a radically different option to judge whether we have ‘made it’? What if, instead of striving for more, we focused on what would be 'enough'?” “I hope that in the years and decades to come, this pause in ‘normal’ life will allow world leaders, and us, some time to reflect on how we may truly measure success,” she adds. “In terms of what is keeping me busy, my work drives me and inspires me to solve problems creatively and innovatively. My motto is ‘to live well in our own way, together, no matter what’. During the pandemic, I am working with my father and members of our global network of collaborators on multiple projects including the development of tools to enable businesses to protect their talented people, working from home, from mental illness. We are also raising funds with Spotify to support musicians, and helping to coordinate the response of governments and corporations to the emerging clinical, social and financial post-COVID-19 challenges. I am also exchanging insights with other Marymount alumnae who are also helping on a national and international level to coordinate PPE supplies. “Keeping in touch with my Marymount sisters is always a source of strength and joy, that brings back great memories of school. “Marymount and all my life so far have shown me how fortunate I am to be surrounded by supportive friends and family. This period of lockdown has, for me, enhanced a deep sense of gratitude.”
“What if we gave ourselves permission to pause and consider a radically different option to judge whether we have ‘made it’? What if, instead of striving for more, we focused on what would be enough?” Tamen Jadad Garcia
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school goal
5:
To awaken a consciousness of social justice
Service as Action at Marymount Being a Marymount girl is more than learning in the classroom. The Middle School boasts a buzzing Service as Action program, and woven into the IB is the Creativity, Activity, Service (CAS) programme. What have Marymount students and faculty been doing to stay creative, keep active and be of service to their community? Here are just some of the stories.
Faculty and seniors
• On the last day on campus in March, students and faculty collected for our local food bank. Donations also included all perishables from the School kitchen. • Marymount donated every one of its safety goggles to Kingston Hospital. • In the Fab Lab, Marymount staff made over 500 visors for local NHS workers and carers. • Marymount is supporting families suffering financial hardship due to this crisis through the Marymount Hardship Recovery Fund (find out more on page 24). • The Physical Education department started the Marymount Marathon (42km) and Ultra Marathon (100km), encouraging the Marymount community to complete these distances during their exercise time in Term 3. Eight students and faculty completed the Marathon and a further 26 completed the Ultra Marathon. Congratulations! • Grade 12 supported other Marymount girls through their online studies. • Marymount delivered baskets of goodies, chocolate or vouchers to all staff and faculty to recognise their service and support them through their work at home.
Health and well-being
• Two Grade 11 students made an Instagram account with helpful tips on how to spend your time at home. You can follow them on @tipsforquarantine. • Students committed to keeping healthy and active during lockdown. Yoga sessions via Zoom and daily walks helped them support each other in these efforts. • One student signed up for two interesting courses online: Food for Thought and Nutrition and Well-being in order to learn more about the relationship between the food we eat and how it can impact our mood. • An intrepid Grade 6 student taught her neighbours dances from afar. • Students joined the London School Sports Association to take part in their Spring Festival online, earning points for Marymount as they ‘competed’ from home. • One Grade 6 student started her own mini Starbucks shop for her neighbours and family to put a smile on their faces as they started the day!
Charity challenges
• Many Marymount girls took part in the ‘555 Challenge’ where participants donate £5 to run for charity, run 5km, and tag five friends on social media to spread awareness, supporting a huge variety of charities. One Grade 11 student ran for the charity ‘Refuge’ which provides specialist support for women and children experiencing domestic violence in the UK.
Creativity
• Middle School students made PPE gear for the NHS,participated in Earth Day and upcycled items they found at home. • The Middle School took part in STEAM day, building cars from household items and making art from nature. • Students from every Grade participated in our Summer Arts Festival which took place online for the very first time. 12
school goal
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To create unity through diversity
Anti-Racism Resources In line with Marymount’s objective to educate girls to be socially conscious and globally aware with a sensitive and active response to justice, the English and Humanities Departments have compiled a list of anti-racism resources for members of our community who wish to learn more. We hope the resources below will encourage the wider Marymount community to engage in thoughtful, productive discussions around race and power and how we, as a community of global citizens, can challenge racism in all its forms, whether explicit or implicit. We encourage those who wish to watch, listen, or read about these issues to use this list as a starting point for developing a deeper understanding of social justice and the Black Lives Matter movement.
Film/TV:
• 13th (2016) documentary, directed by Ava DuVernay (available on Netflix in the UK) • When They See Us (2019), drama, co-written and directed by Ava DuVernay (available on Netflix in the UK) • Do the Right Thing (1989), drama, directed by Spike Lee • Sitting in Limbo (2020), drama, written by Stephen S. Thompson, directed by Stella Corradi (available on BBC iPlayer in the UK)
Podcasts:
• The Death of George Floyd: Will Anything Change? Anushka Asthana, The Guardian’s ‘Today in Focus’ (published 3rd June 2020) • Racism in Football, Max Rushden, Troy Townsend, Elliot Ross and Jordan Jarrett-Bryan, The Guardian, Football Weekly (published 10th June 2020) • Bryan Stevenson’s Desert Island Discs, Kirsty Young and Bryan Stevenson, BBC Radio 4 (recorded 13th March 2015)
Non-Fiction Literature to start conversations:
• Why I’m No Longer Talking (to White People) About Race, Reni Eddo-Lodge (2017) • So You Want to Talk About Race, Ijeoma Oluo (2018) • Me and White Supremacy, Layla F. Saad (2020) • Think Like a White Man: Conquering the World… While Black, by Boule Whytelaw III & Nels Abbey (2019)
Literature for High Schoolers and Parents:
• Americanah, Chimamanda Ngozi Adichie (2013) • The Fire Next Time, James Baldwin (1963) • The Sellout, Paul Beatty (2015) • Between the World and Me, Ta-Nehisi Coates (2015) • The Beautiful Struggle, Ta-Nehisi Coates (2008) • Girl, Woman, Other, Bernardine Evaristo (2019) • Homegoing, Yaa Gyasi (2016) • The Bluest Eye, Toni Morrison (1970) • Riot Baby, Tochi Onyebuchi (2020) • Swing Time, Zadie Smith (2016)
For Middle Schoolers (Grade 8 upwards):
• The Stars Beneath Our Feet, David Barclay Moore (2015) • New Kid, Jerry Craft (2019) • All American Boys, Jason Reynolds/Brendan Kiely (2015) • The Lions of Little Rock, Kristin Levine (2012) • We’ve Got a Job: The 1963 Birmingham Children’s March, Cynthia Levinson (2012) • Remember: The Journey to School Integration, Toni Morrison (2004) • March Forward, Girl: From Young Warrior to Little Rock Nine, Melba Pattillo Beals (2018) • Stamped: Racism, Antiracism, and You, Jason Reynolds, Ibram X. Kendi (2020) • The Hate U Give, Angie Thomas (2017)
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Marymount’s first online newspaper, written and edited by Marymount students, was launched in January 2020. The Marymount Messenger features student journalists’ voices, providing updates on events within and beyond the School gates as well as expressing their opinions on societal issues. We hope you will enjoy these articles selected from the publication and read more at MarymountMessenger.com .
COVID-19, or the coronavirus, has spread across 86 countries around the world from its origin in Wuhan, China, in the span of two months. At the time of writing, there are 96,203 reported cases and 3,303 deaths worldwide from the virus, including 273 cases in the UK, whose symptoms include difficulty breathing, cough, and a fever. The novel coronavirus has many of us living in the UK and other countries concerned about our health, but it has a side effect that is perhaps less obvious: increasing racism against Asians, not just of Chinese descent, around the world. On 3rd March 2020, a Singaporean law student called Jonathan Mok was attacked in Oxford Street (a popular shopping destination in London) after a group of men and one woman shouted “Coronavirus” after him. When he turned around, the man shouted, “Don’t you dare look at me, you!” and punched Mok in the face. Another member of the group said, “I don’t want your coronavirus in my country”. He was told at a hospital’s A&E department that he had fractures in his face and may have to undergo surgery. By Sofía (Grade 10) This racist attack, unfortunately, is not the first of its kind. In First published in the Marymount Messenger Brianza, a small town north of Milan, two young men attacked on 9th March 2020 an older Asian man and a bystander had to intervene. A broadcast caused outrage across the Netherlands for playing a song titled ‘Voorkommen is beter dan Chinezen’, or ‘Prevention is Better than Chinese’ on the radio. As well as physical attacks, people of Asian origin – not just from China – have reported receiving verbal abuse and threats, as well as being avoided on public transport and in the streets. In Sydney, Australia, a South Korean student was asked to leave her dormitory at a private school, even though she had not been to China since October 2019 and was medically cleared. Asian restaurants worldwide, including in London’s Chinatown, have noticed a significant decrease in the number of visitors to their restaurants. This is not the first time that diseases have caused increases of racism – in 2014, during the Ebola crisis in West Africa, there was an increase in attacks against people of African descent worldwide. Although the novel coronavirus is frightening, we cannot allow stereotypes about it to colour our perception of our Asian friends, family, classmates and fellow residents. People of all backgrounds can be susceptible to the virus; exclusion and attacking of Chinese and other Asian people is irrational, racist and must not be allowed to continue, and in order to fight it we must keep ourselves educated on the risks, maintain our morale and work together, not against each other, to stay safe.
RACISM AGAINST ASIANS SOARS AMID CORONAVIRUS OUTBREAK
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Emojis:
t h e c u r r e n t m i l l e n n i a l l a n g ua g e
By Sahana, Grade 11 First published in the Marymount Messenger on 10th February 2020 How many times have you instinctively responded to a text message from a friend with a ? How many times have you responded to a post of a cute puppy on social media by commenting a ? If you believe that you have done so multiple times, congratulations! You are fluent in the fastest growing language in history – emojis. In the last two decades, the use of emojis has increased dramatically. From the (now somewhat obsolete) ‘emoticons’, which involved having to tilt one’s head to the side to see the different faces, we have transitioned to using those small icons to communicate almost every emotion imaginable. You rarely see conversations without the sender using them at least once, and they have had a widespread impact on the way we communicate with others. Initially being considered something only used by tech-savvy texting teens, emojis are now being used by people from every generation. They have become such an integral part of our modern day-to-day lives that in 2015 even the Oxford Dictionary selected the ‘Face with Tears of Joy’ emoji ( ) as its ‘Word of the Year.� In 2016, a judge in a High Court included a smiley face emoji in an official ruling in an attempt to make a judgement in a family court case easily understandable for the children involved. This ruling is thought to be the first in English legal history to use an emoji to explain evidence.
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History of emojis
Our current version of emojis was created by Japanese artist and engineer Shigetaka Kurita between 1998 and 1999. Working at the Japanese phone company Docomo, he was trying to find a way for people to communicate with each other through the use of small icons, the result of this being the creation of 176 such icons he called ‘emojis’. The name came from combining the two Japanese words ‘e’ meaning picture, and ‘moji’ meaning character. When asked, he said that he drew inspiration from Manga, Chinese characters, as well as international signs.
Adding emotional context
But what is it about these little icons that make texting people so much more engaging? Simply put, emojis help to infuse tone and certain ‘body language’ into a normal text message. Emojis act as a way to convey subtleties in texts, and also have the ability to convey a message beyond the confines and barriers of language and culture. A professor from the National University of Singapore said in 2017 that “When we ‘talk’ using social media,
we tend to resort to the usage of emojis to show different communication cues. In such situations, language alone is inadequate in meeting the interactive demands of such conversations.� Emojis can also make text messages clearer. For example, the meaning of a word or sentence can change by adding an emoji at the end of it, making ambiguous texts a lot easier for the recipient to understand.
The end of the written word?
Despite all of these benefits the usage of emojis have clearly brought, they also do have their share of concerns and problems associated with them. The biggest concern regarding emojis is that they are ‘destroying’ the English language, as people are relying too heavily on them to communicate. Research done two years ago through a study with 2,000 people between the ages of 16 and 65 showed that almost three quarters of adults are now dependent on emojis to communicate with each other and are unsure of their command of grammar and spelling. A similar study showed that 72% of UK citizens aged between 18 and 25 find it easier to communicate emotions using emojis rather than through words. Another concern is the fact that emojis are being used inappropriately in certain situations. For example, whilst using emojis in a text message to a friend might be considered perfectly acceptable, it would be considered inappropriate to use them in formal emails, especially in schools or places of work. In recent years, emojis have been coming up very frequently in court cases, and many judges are struggling to interpret them. Most of these come in cases of sexual harassment and workplace lawsuits, mainly due to how some emojis can have multiple meanings and so can be seriously misinterpreted and trying to find the true intent of the usage of the emoji proves to be very difficult.
What’s next?
In our ever-developing world and with us progressively communicating through the constantly advancing medium of technology, it is inevitable that our language will evolve as well, and emojis play a big part in that development of our modern communication. The creation and widespread use of emojis have certainly proven to have both benefits and limitations in almost all areas of life. Although remarkably changing the way we communicate with each other, it is important to remember that we must only use them when acceptable and not develop an over-reliance on them in our daily lives to the point that we are uncomfortable sharing our emotions and thoughts without them. What are your views on the usage of emojis? What place and purpose do you think they have in our lives today? 15
On Top of the World ja c o o t t i n k
By Diya, Grade 9 First published in the Marymount Messenger on 15th March 2020
S
uccess won’t come easy. An assembly in the auditorium featuring Jaco Ottink taught us that. Mr. Ottink, an avid explorer and mountaineer, has achieved what most people can only dream about—the Explorers’ Grand Slam. He has successfully climbed the highest summits of all seven continents and travelled to the North Pole and the South Pole. However, like most of us, he began his journey with a dream. “Dreams must challenge us, enrich us, and give us energy,” believes Mr. Ottink. Ever since he was a young boy, he would go hiking in the Alps with his family. But something inside him always wished that they would hike further up, until they reached the summit. While chatting with his father, he realised that he wanted to venture beyond the average, and this became the first step towards accomplishing his dream. With any dream, Mr. Ottink recommends creating a “list with potential challenges” and “working on how to overcome them”. Mr. Ottink’s dream of climbing Mount Everest took him years of preparation. In those years, he gained experience by climbing other summits around the world. For him, the most difficult struggle of climbing Mount Everest was the mental challenge. “Of course, being 11 weeks away from the family is very challenging, but the unknown aspect of being close to 9000 metres and not knowing how your body (with almost no oxygen available) will react was very challenging too”. Furthermore, Mr. Ottink had to keep in mind that the success rate of Mount Everest climbers is quite low.
“Dreams must challenge us, enrich us, and give us energy.” – Jaco Ottink
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However, this did not daunt him since he was committed to his training, planning, and mental preparation. “I think all the years that I have been climbing have been a part of my success and training,” says Mr. Ottink. “The 2 years before going to Everest with 100% focus during the last 6 months have been the key ingredient to my success. During the last period, I have been physically training around 25 hours a week (swimming, running, gym, pilates, hiking, physiotherapy sessions, etcetera) in combination with mental preparation.” Most people cease dreaming as they grow older, but Mr. Ottink strongly suggests that we “need to discover who we are and not only up to the age of 20. As an explorer of the world, I set goals that always come from a dream and have a purpose. For this reason, I am convinced that we should dare to dream as a child, a teenager, or an adult.” The expedition was an unnerving yet rewarding experience for Mr. Ottink, who climbed Mount Everest along with a small group of other mountaineers and experts. The entire journey is so grueling that climbers lose about 30 to 50 pounds during the trip! The group had to travel across crevasses, walk on daunting suspension bridges, and carry all of their climbing gear, food, fuel, and tools up to the top and back. If this wasn’t unnerving enough, they had to climb quickly and efficiently, because glaciers on Mount Everest move around 70 meters per year. As the altitude increased, the amount of oxygen in the air and the temperature plummeted. One of the group members was, unfortunately, forced to turn around and go back to the base camp since he was not strong enough to continue the journey safely. Mr. Ottink barely slept throughout the trip and the climb was challenging both mentally and physically, but his goal of returning home safely to his family kept him going through difficult times. He recalls an extremely difficult time when he was one hour away from the summit and his eyes were almost frozen shut. He could barely see or breathe and felt as if he would not be able to continue the climb. Luckily, the right support from his sherpa convinced him to keep going and achieve his dream. After his victorious return from Mount Everest, Mr. Ottink enjoyed many “celebration parties, starting in basecamp with 14 bottles of champagne and my wife on the phone, followed by a big party in Sydney, and a few weeks later, in my home country, the Netherlands. But probably the most important moment was the day that I had my children again around me at the airport because my goal was never the summit, but always to return home safely.” Shortly after completing his expedition, Mr. Ottink launched his own company, Beyond Summits. When asked what he plans to do next, he replied that his new dream is to inspire 1 million people to pursue their own dreams. Mr. Ottink’s best advice is to JUST START! “Please find your own Everest and enjoy the challenges along the way, because you will enjoy your achievement even more. For me it was a privilege to stand on the highest point of our world, knowing that 7 billion people and everything around me was below me; what is it for you?”
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Graduation 2020
Valedictorian Address Iman Kassam
There are few words and metaphors in this universe that are precise enough to capture the emotionally complex and intellectually challenging journey that each of us has travelled in the past two years. I therefore turn to a different, arguably more powerful, universe: the Marvel Cinematic Universe. The MCU follows a carefully selected group of superheroes, The Avengers, who save lives from total destruction by gathering six ‘infinity stones’: Power, Mind, Time, Reality, Soul, and Space. These six stones, when used in harmony, yield transformative power to their possessor. That’s the kind of the power that being an IB student gives you. t h e p o w e r s to n e
From the moment we began the MYP, we embarked on a curriculum that would not only empower us but teach us how to use our power. The Diploma Programme (DP), taught us to harness the power given to us by its intensity. We are thankful to have been empowered and aim to use it well. t h e m i n d s to n e
The rigor and challenge of the IB ensured that no day passed without exercising our own minds. In lessons we learnt to challenge assumptions and ourselves. The Extended Essay let us reach beyond the curriculum to independently carry out in-depth research on a subject of our choice. The CAS program taught us to turn our imaginations into solutions, maintain a healthy lifestyle, and to help others. Our minds are independent, expressive, reflective, and emotionally intelligent, prepared to take on the uncertain world that lies ahead. t h e t i m e s to n e
We have shared treasured moments as the Class of 2020. We will never forget our first retreat where we established a special bond. From sharing jokes and tears, to stealing breadsticks from the dining hall when lunch staff weren’t looking: these are the times that we will never forget.
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t h e r e a l i t y s to n e
And as we journeyed through the IB, confronted with consecutive days of deadlines or tests that didn’t always go our way - we drew our strength from each other. Our positivity and ability to turn any blunder into a humorous situation has allowed us to support and strengthen each other. Our sense of community, sisterhood and empathy for one another are what make the Class of 2020 unique. t h e s o u l s to n e
We are eternally grateful to our teachers for their unfaltering support, for their encouragement to strive for our best, and for who they have helped us to become. On retreats or in hallway conversations, the moments outside the classroom are where their impact was greatest: helping each of us to find our paths and trust our souls. t h e s pa c e s to n e
The final infinity stone, capable of opening portals across galaxies and revealing life beyond Earth. The IB does not yet permit students to take field trips to the moon, but this stone represents life beyond Marymount. We can never be truly ready for what lies ahead, but we are fortunate to have been IB students. Over the past two years, we have learned how to use our power, train our minds to think beyond a textbook, garner the ability to trust our souls, and gather knowledge on the global challenges that lie ahead. With all six stones in our possession, and with each lesson of the IB firmly rooted in our brains, we can change the world. I would like to finish by quoting the masterful Lord Alfred Tennyson who in his poem Ulysses wrote; “That which we are, we are; One equal temper of heroic hearts, Made weak by time and fate, but strong in will. To strive, to seek, to find, and not to yield.” To all of you, on behalf of this graduating class, I say with confidence, that the Class of 2020 will never yield. We will live to strive and make this Marymount community proud of our endeavours. Thank you.
Commencement Address s r . ro s a m u n d
blanchet, rshm
Superior General (2013-2019) Greetings from New York! Congratulations to each Graduate, and compliments to your parents and to Mrs. Frazier, administrators, faculty and staff of Marymount International School, London. Together you have achieved a great accomplishment in nurturing the wholistic growth of these graduates. Last February 4, 2020 Mrs. Frazier invited me to give the Commencement Address at your then planned Graduation, May 30, 2020. I share with you a paragraph she wrote in this invitation. “This is a class full of promise and many gifts; they have graced our campus with positive leadership and many achievements. In particular, these are young women of great faith and great purpose. They are a group deeply aware of social justice and stewardship. Many initiatives have challenged (all in the right way!) adult decisions and new approaches at Marymount.” What a positively sterling description from the Head of School recognizing your achievements and spirit as the Class of 2020. Well done and congratulations! Over two years ago when you were in Grade 10 and I was General Superior of the RSHM, I visited you and spoke at your weekly Assembly. You may recall that I reflected on one of the goals of the RSHM Network of Schools, “to promote a love of learning” and added the dimension of “learning to love.” Since then I understand “promoting a love of learning and learning to love” has often been quoted at Marymount. I trust you will continue to live in this spirit. Life is a journey in becoming more loving. As we journey we grow in our ability to form relationships and to make commitments that express our love for others and for God’s creation. Also, during this time of global crisis from the COVID-19 pandemic, I believe your international education at Marymount has prepared you well to live your faith in God and serve others with courage, hope, compassion and resilience. You will bring the best of who you are to endure and overcome this crisis. You will flourish, and the world will be better because of your love, courage, hope, compassion and resilience. I congratulate you on your many extraordinary accomplishments and I offer a blessing prayer to accompany you into the future: May you know God’s deep personal love for you; may you love others as God loves you; may you experience God’s beauty in all creation; may you live in joy and share it; may you possess a grateful heart and may you live in union with God and others in love, joy and gratitude. Amen. 19
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The Class of 2020 has received the following University offers through 21st May, 2020: UK Arts University Bournemouth Aston University University of Bath University of Birmingham University of Bristol Cardiff University Cass Business School, City, University of London Coventry University University for the Creative Arts Durham University The University of Edinburgh University of Exeter University of Glasgow Goldsmiths, University of London University of Greenwich Hartpury University Imperial College London King’s College London University of Leeds University of Lincoln University of Liverpool London Metropolitan University The University of Manchester University of Northampton Nottingham Trent University University of Nottingham Oxford Brookes University Queen Mary University of London Royal Holloway University of London University of the Arts London SOAS, University of London St. Mary’s University University of Sheffield University of Southampton University of St. Andrews University of Sussex University Centre Bishop Burton University College London University of Warwick University of the West of England, Bristol University of Westminster
USA Boston University Brandeis University University of California, Berkeley University of California, Los Angeles University of California, San Diego University of California, Santa Barbara University of Central Florida Emory University Fordham University University of Miami Northeastern University University of South Florida University of Southern California University of Tampa Temple University Tulane University Wake Forest University CANADA McGill University University of Toronto FRANCE ESCP Business School Paris Descartes University THE NETHERLANDS Amsterdam University College University of Amsterdam Leiden University Vrije Universiteit Amsterdam SPAIN IE University University of Navarra Universidad Cardenal Herrera SWITZERLAND University of St Gallen JAPAN Waseda University
Award Recipients Anaïs Benewende Audrie Ouedraogo The Headmistress’ Medal Alejandra de Rocafort Castañedo & Ludivine Carmen Madeleine Eude The Marymount Sportswoman of the Year Trophy, presented to the School by Sr Anne Marie Hill Alicia Karim Basily Beshara The Four Acres Medal for Public Speaking Anaïs Benewende Audrie Ouedraogo The Sally Shimmon Award for Social Service Ludovica Ginevri The RSHM Medal Gemma Mielgo García The European Council of International Schools’ Award Iman Kassam The Gold Medal for General Excellence Gemma Mielgo García The Marymount Medal Yewon Ju The Gold Medal for the most outstanding CAS Program
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WHAT’S ON
your
Reading List? Staff Picks Ghostwritten by David Mitchell No, not that David Mitchell, the other one, the author. Cloud Atlas is perhaps his most famous book, and Ghostwritten, his debut, is clearly an early draft of that form. However, the sheer scale of imagination, and his ability to conjure character and place so viscerally, for me, render this story unforgettable in comparison. It’s hard not to be swept away in the excitement of a debut and the nine individual stories that somehow, magically, weave together around a transmigrating spirit in Mongolia. Mitchell takes the reader on a journey around the world, from Tokyo, to Hong Kong, Manhattan, Ireland, China and back to Okinawa in Japan whilst investigating what it is to be human. – Jim Robertson, Chair of Visual Art & Design
The Overstory by Richard Powers Winner of the Pulitzer Prize for Fiction in 2019. I would recommend this book to encourage our continued commitment to the RSHM goal of life-long learning. It follows the life of trees and people through a rather tangled and suspense-filled journey. The characters are compelling and the role nature plays will give you a sense that it, too, is a character, perhaps the most important one, in the evolving story of life. The writing flows with great ease and don’t let the length of the book scare you away: it reads so beautifully and pulls you in so emotionally that even after 625 pages, you will be left wanting more of the story. I learned so much about trees, their distinct beauty and challenges, and about how we cannot take our natural world for granted anymore. – Margaret Frazier, Headmistress 22
Confessions by Saint Augustine I still cannot get over the fact that such a modern and raw book was written over 1,600 years ago. The first Western autobiography, this book is Saint Augustine’s account of his conversion from a rowdy youth into a reflective and faithful Christian adult. He eschews every formalism and predication and his writing assumes rather a deeply honest, confessional and almost psychoanalytical nature. Such naked truth speak straight to the heart of every young man and woman of any time in history, who themselves are living, suffering, and debating with, the same questions as Augustine. – João Barroca, Chair of Science
The Heart Goes Last by Margaret Atwood I could pick almost any Atwood novel and rave about it (I nearly chose Alias Grace, or The Penelopiad - both equally recommended, and all three quite distinct). I love the fact that she can write so many different genres (historical fiction, futuristic dystopia, present-day dark comedy) yet all her books have the capacity to make me stop in the middle of reading and gasp “how did she have the imagination to create a sentence like this?” Here she constructs brilliantly a believable, and darkly comic, future society, which appears to be perfect – but there is an awful price to pay. It had me engrossed and on the edge of my seat – great stuff! – Sarah Openshaw, Director of Research
Library Corner Recommendations
New during the lockdown was ‘Library Corner’, an online reading initiative led by Sasha and Sophie (Grade 11) with regular reading prompts, recommendations and challenges, plus general chat about books. NB: It is always worth looking up reviews and checking whether the subject matter is suitable as each student has their own interests in, and sensitivities to, certain themes. high school
All the Light We Cannot See by Anthony Doerr Set in World War II, the story is told from the perspectives of a blind French girl and a German boy as their paths inevitably cross… “beautifully written.” “definitely the best book I’ve read in a while” “each chapter is pretty short, and the story is so well told; pacey, but still thoughtful. I cried my way through the last hundred pages or so ...” Winner of the Pulitzer Prize for Fiction 2015; Winner of the Andrew Carnegie Medal for Excellence in Fiction; New York Times Bestseller. The Overstory by Richard Powers Environmental novel – about trees, people, communication, love and life.
“follows the life of trees and people through a rather tangled and suspense-filled journey” – Margaret Frazier, Headmistress Winner of the Pulitzer Prize for Fiction 2019; Shortlisted for the Booker Prize 2019; Recommended by Marymount’s Headmistress and Librarian! The Other Half of Augusta Hope by Joanna Glen Two narrators from opposite sides of the world whose stories intertwine… emotional, hopeful, brilliant!
middle school
This year, the Middle School (MS) Book Club – which moved online in April – covered such topics as poetry, mystery, numbers, transformation and change! Star by Star by Steena Wilkinson Refreshing, fascinating and inspiring historical fiction about a 15-year-old girl living when women are about to vote for the first time... Shortlisted for the Irish Book Awards; Honour Award for Fiction 2017 Boy 87 by Ele Fountain The story of a 14-year-old refugee, about the power of kindness and the strength of the human spirit. Shortlisted for the Waterstones Children’s Book Prize (older readers) 2019, and many others! A Good Day for Climbing Trees by Jaco Jacobs 13-year-old Leila and Marnus camp out in a tree to protest it being cut down by developers. Wonderful, feel-good coming-of-age story. Honour Title in 2017 for BookTrust’s project to translate outstanding world literature into English The House with Chicken Legs by Sophie Anderson “In this universe full of possibilities there has to be another way of making things right, without being forced to accept a fate I don’t want.” A story of magic, death and the afterlife, based on the Russian folk tales of Baba Yaga.
Shortlisted for the Costa Book Awards 2019 First Novel Category; Shortlisted for the Authors’ Club Best First Novel Award
Shortlisted 2019 for: CILIP Carnegie Medal, Waterstones Children’s Book Prize, British Book Awards Children’s Fiction Book Of The Year, Branford Boase Award, Blue Peter Book Award
The Weight of Water by Sarah Crossan
Asha & the Spirit Bird by Jasbinder Bilan
Novel in verse form about a girl who moves to a new country and finds release, friends and her identity through a love of swimming.
Magical, uplifting adventure, full of heart and hope!
Shortlisted for the CILIP Carnegie Medal 2013
Winner of the Costa Book Awards 2019 (Children’s); Shortlisted for the Waterstones Children’s Book Prize 2020; Longlisted Branford Boase Award 23
MARYMOUNT LONDON HARDSHIP RECOVERY FUND “I will be forever grateful to have had an incredible experience being a student here. Studying at Marymount, with the advantages of this international city, London, has taught me invaluable things in life - the joy of learning and doing sports, broader perspectives, and embracing diversity. I’m glad that I was at Marymount during the most pivotal years of my life.”
– Graduate, Class of 2020
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t the beginning of the 2019-20 academic year, we had hoped that this summer would end with an updated Sports Centre on campus. The new challenges 2020 put forth has meant that the School’s priorities have needed to change. In the spirit of our mission as a Religious of the Sacred Heart of Mary school, the Board of Governors and the Senior Leadership have established the Marymount London Hardship Recovery Fund. The Fund is intended to help students, and the school itself, recover from financial difficulties resulting from the coronavirus or the subsequent lockdown. By supporting
this Fund, your gift will allow us to continue stewarding the mission of the Sisters of the RSHM into the future. Marymount girls are unique in their outlook, as they are “firm in faith, vibrant in hope, rooted in love and one in service”. Over £80,000 has already been raised to support girls who wouldn’t otherwise be able to continue their Marymount education. We would be delighted to have your support, bringing the whole Marymount community together to support our budding young leaders.
To find out more, and to support Marymount, visit our new “Support Us” page on www.marymountlondon.com/give
We are in this together!
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Events for 2020-21 We are looking forward to welcoming faculty, alumnae, students, and families back to campus in September. The dates for some of our key community events are below: SATURDAY, 5 SEPTEMBER 2020
Welcome event for new and current families
Alumnae Reunion Weekend
Christmas Fair
Lessons and Carols
FRIDAY, 2 TO SATURDAY, 3 OCTOBER 2020 FRIDAY, 11 DECEMBER 2020
If you’d like to be involved in sharing ideas for any of these events, please get in touch! Our Development Director, Miss Adriana Williams, can be reached on devdirector@marymountlondon.com Remember to check your email for more news about upcoming events as they are subject to change, depending on government guidelines. To update your email address, or any contact details, please email update@marymountlondon.com
TUESDAY, 15 DECEMBER 2020
Thank you to the Class of 1990, who celebrated their 30th anniversary reunion on Zoom in May and shared this magnificent photograph with us!
A special thanks to our creative partners for capturing the spirit of people and place at Marymount.
CMSGRAPHICDESIGN.COM
Siobhan Hennessy Photography www.siobhanhphotography.com
CMS Design www.cmsgraphicdesign.com
AurĂŠlie Baudry Illustrations www.homedrawn.co.uk
Marymount Matters Marymount matters for building connections between students and teachers, love and learning, and for nurturing an interconnectedness to the broader global community. s tay c o n n e c t e d
Marymount London, George Road, Kingston upon Thames, KT2 7PE United Kingdom +44 (0)20 8949 0571 ď ˘ www.marymountlondon.com ď ˘ alumnae@marymountlondon.com